The document provides guidance for preceptors on their roles and responsibilities. It discusses defining preceptor roles, distinguishing them from regular staff roles, outlining Benner's levels of nursing practice, and listing available preceptor resources. It also covers establishing goals for orientees using the SMART method, applying principles of adult education, and effectively documenting an orientee's progress.

1. Preceptor Workshop Part I

2. Objectives: Define 3 principle roles and responsibilities of a preceptor. Distinguish how a preceptor’s role differs from that of regular staff. Define Benner’s Levels of Nursing Practice. List 5 available resources for the preceptor. List 3 principles of adult education.

3. Unit Based Workshop Review Preceptor Tools Discuss Available Resources Make the job easier Make the preceptor more effective Make efficient use of the preceptor’s time Optimize the orientation process Purpose:

4. What is a Preceptor Preceptor Responsibilities Orientee Responsibilities Levels of Practice The Preceptor Role

5. A preceptor instructs, teaches and supports an individual who is learning a new skill or is in a new position…. A preceptor works closely with the learner, and will watch and coach him/her in skill application. A person may be precepted by a number of individuals simultaneously What is a Preceptor?

6. Protector Educator Coach ROLE MODEL Judge Mentor Friend Supervisor Roles of a Preceptor

7. LEVELS OF NURSING PRACTICE Advanced Beginner Novice Competent Proficient Expert

8. To ask questions Talk openly Prepare Follow through on agreements Responsibilities of a Preceptor

9. To ask questions Talk openly Prepare Follow through on agreements Responsibilities of a Orientee

10. Adults need to know why they need to know Adults have the need of Self Importance Adults are problem-centered vs. subject-centered Adults often know how they learn best Adults usually actively participate in their learning Adult Learners

11. Preceptor Effective? What makes a?

12. Desire Knowledge Experience Organization Teaching Skills People Skills What does it take? Yes Yes Yes Yes Yes Yes

13. What else do you need? Objectivity People Skills Concrete Goals Evaluation Tools Effective Documentation

14. What works? Goals & Agreements Timeframes Checklists Evaluation Tools Progress Notes Resources

15. Goals are the single most important factor in achieving success Why make Goals?

16. Goals & Agreements Turn Goals into Agreements Make goals specific Take one minute per day Try 3-5 minutes a week Evaluate daily

17. Timeframes Be realistic Be specific Make expectations clear

18. Checklists Use the checklists Checklists are made to help Write in additional needs Review list weekly

19. Evaluation Tools Refer to your goals Be flexible Keep notes (progress notes) Keep up weekly

20. Progress Notes Document progress Record progress towards meeting goals Keeps orientation plan on track Gives credit for what you do Covers yourself legally, good or bad Establishes basic competence and compliance with Orlando Health Standards

21. Resources Learn your resources Seek out opportunities Think and plan what you need Don’t go it alone Use your policies

22. The Change Transition from staff to preceptor Training Working with tools Value Systems Results Becoming Effective

23. EVALUATE NEEDS How to be Effective

24. USE RESOURCES How to be Effective

25. USE THE TOOLS How to be Effective

26. PLAN GOALS How to be Effective

27. S pecific M easurable A ttainable R ealistic T ime Bound Plan SMART Goals

28. ASSESS DAILY How to be Effective

29. KEEP NOTES How to be Effective

30. SEEK OUT OPPORTUNITIES How to be Effective

31. THE EFFECTIVE PRECEPTOR Possesses and demonstrates broad knowledge 2) Explains actions and decisions 3) Answers questions clearly and precisely 4) Is o pen to conflicting ideas and opinions 5) Connects information to broader concepts 6) Communicates clear goals and expectations 7) Captures learners attention 8) Makes learning fun

32. Part II Preceptor Workshop

33. Describe how to assist orientees in identifying of their own learning needs and in setting appropriate goals. Describe SMART Goals. List 2 important steps used by the effective preceptor. Explain how to apply principles of adult education as a preceptor. Objectives:

34. TEACHING STRATEGIES

35. Teaching Principles Build in active participation Build in successful goals Build in self-directed approaches (does not mean learning in isolation) Tap into learner’s life experiences Vary the methodology Offer mutual learning between participant and presenter. Keep it simple

36. Assessing Learning Needs Observation Skills orientation checklist (unit specific) PBDS findings Progress Notes Ways to assess learning needs:

37. Frequently asked questions (by the orientee) Questioning the orientee about previous work experiences Ask (the orientee): what are your learning needs? Assessing Learning Needs Ways to assess learning needs: (cont..)

38. Don’t handle it all alone Know your options Communicate Document Find the silver lining Dealing with Frustration

39. Making Goals TAKE ONE MINUTE

40. Making Weekly Goals TAKE FIVE (or less) MINUTES

41. Give everyone direction Generate measurable tools Allow for multiple successes Keep an ongoing record Help guide the orientee Encourage regular evaluation Keep everyone on track Why Goals Work

42. S pecific M easurable A ttainable R ealistic T ime Bound Use SMART Goals

43. Sample Goals Complete self assessment portion of competencies, outlined in orientation notebook, during the first week of orientation. Demonstrate good time management by documenting assessment and vital signs within one hour of assessment. Coordinate care and management of one low acuity patient independently by “anticipated date”. Effectively coordinate and manage care of 2 patients of intermediate acuity by “anticipated date”. Perform admission history and assessment and document completely in Sunrise within 1 hour of admission. Complete Interpretation of ABG’s & Mechanical Vent SLP’s by “anticipated date”. Complete real time charting within 1 hour of assessment

44. Making Agreements Explain Roles and Responsibilities Discuss Skills to be acquired Determine Start Date and End date Review Outcomes Use Methods of Feedback Use Methods of Evaluation

45. PBDS Performance Based Development System Measures critical thinking A proven evaluation tool Guides orientation Makes your job easier

46. Using PBDS Make goals simple and specific Evaluate according to goals Adjust goals according to results Make your job easier

47. PBDS Progress Notes Examples From PBDS Department

48.                    0 of 6     Resp. Neuro 1. Admit and manage 2 respiratory patients independently by 10/29/06 2. Give 4 organized reports to physicians by 10/29/06 10/20/06 - Admission for pneumonia with preceptor 10/22/06 - Admission for COPD done independently. Followed appropriate protocol. 10/23/06 – Managed PE pt. independently. Followed appropriate protocol. Participated in successful code. 2. 10/20/06 - Dr. Jones (+) 10/20/06 - Dr. Smith (+) 10/22/06 - Dr. Green (+ w/urgency) 10/23/06 - Dr. Davis (+)    1 4 DE Ima Newtoyou  10/16 -10/29/06

49.                 2 of 6     Neuro    2 4 DE Ima Newtoyou   1. Admit and manage 2 neuro patients independently by 11/12/06 2. Complete all charting by end of shift by 11/12/06 1. 10/31/06 - Admission for closed head trauma done independently. Followed appropriate protocol. 11/6/06 - Admission for r/o CVA, followed protocol for thrombolytics. 2. 10/31/06 - All completed 11/6/06 - 20 min. OT 11/7/06 - All completed 11/9/06 - All completed  10/30-11/12/06

50. 11/13-11/26/06                   3 of 6         3 4 DE Ima Newtoyou Consistently manage 6 patients independently by 11/26/06 11/17/06 - 4 11/20/06 – 5 11/22/06 – 6 (w/little help) 11/23/06 - 6

51. 11/27-12/3/06                   6 of 6         Orientation complete UBE reviewed reassessment video #107 CTA class scheduled 12/4/06 PBDS Reassessment scheduled 12/11/06 4 4 DE Ima Newtoyou

52. Keep everyone on the same track Don’t take long to do (1-5 minutes) Help determine what else is needed Generate tools for making further plans Makes the preceptor’s job easier Gives feedback to the orientee Makes it easy to follow progress Evaluations

53. Evaluate Daily Take a moment everyday to evaluate Give Continual Feedback to your orientee Complete all documentation forms Keep Leadership Informed & Up-To-Date Complete Regular Progress Notes Share Concerns with Leadership and/or Educators

54. How to Evaluate the Orientee Use Effective Communication Use Preceptor/Orientee Agreements Make Observations & Give Feedback

55. Offer additional information Protect nursing licenses Open additional doors for staff Encourage self-sufficiency Give preceptors a break Expand nursing knowledge Encourage staff involvement Use Resources

56. Keeps and ongoing record of progress Backs up the preceptor Provides proof of orientation Establishs basic competence and compliance with Orlando Health standards Records progress towards meeting goals Create a historic record of orientation Documentation

57. Document Daily Complete Skills Check List Review and plan Goals/Agreements List daily achievements Evaluate if goals were achieved Adjust plan accordingly

58. Giving Feedback Deliver it in a timely manner Focus on behavior and learning objectives Present the facts, be specific Avoid feedback overload (concentrate on one thing at a time) Maintain positive body language Be culturally sensitive Strive for win/win situation Encourage self-assessment Encourage Critical Thinking skills Always include positive comments Learn from one’s mistakes

59. Role Modeling We learn by example

60. Goals can make winning easy and give us measurable tools Winning Goals

61. Make it easy to win Set reasonable goals Make it Easy

62. A standard procedure for teaching a task that a student finds difficult is to break it down into smaller units. Breaking it Up

63. Evaluate daily (were the goals met?) Adjust new goals accordingly Make Adjustments

64. Adjust goals according to your evaluations Turn ideas into plans for your orientee Be Flexible

65. SHARE IDEAS ?